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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Pendidikan Sains Jurnal Kajian Pembelajaran Matematika ATIKAN Studies in English Language and Education Jurnal Pendidikan Progresif
Siti Salina Mustakim
Sultan Idris Education University
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Need analysis: development of a teaching module for enhancing higher-order thinking skills of primary school students Mat, Hamidah; Nusantara, Toto; Atmoko, Adi; Hanafi, Yusuf; Mustakim, Siti Salina
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30335

Abstract

This research identified a pressing need to create specialized teaching modules for electrical topics within the science curriculum that target students’ higher-order thinking skills (HOTS). Despite the recognized significance of HOTS in improving students’ educational achievements, science educators encounter obstacles when attempting to effectively teach these skills. To tackle this challenge, the study utilized a qualitative research methodology, conducting semi-structured interviews with six science teachers from diverse Malaysian schools. The primary objective was to pinpoint the necessity for developing instructional modules that enhance students’ HOTS in primary school science subjects. This study revealed four key themes arising from the needs assessment: the importance of HOTS knowledge, obstacles in teaching HOTS, effective teaching strategies, and the actual teaching of HOTS. This study underscores the critical need for enhanced professional development opportunities for teachers to effectively impart HOTS and stresses the importance of providing suitable teaching resources. By developing these tailored modules, students’ critical thinking and problem-solving skills can be nurtured, paving the way for their academic and professional success. Consequently, the study’s recommendations offer valuable insights for policymakers, educators, and researchers seeking to create impactful teaching modules that cater to students’ HOTS in primary school science subjects.
Students’ Relational Thinking and Mathematical Communication in Contextual Problem-Solving in Muhammadiyah Junior High School 8 Batu Aulia, Syafirda Azmi; Cholily, Yus Mochamad; Ummah, Siti Khoiruli; Mustakim, Siti Salina
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract: Students' Relational Thinking and Mathematical Communication in Contextual Problem-Solving in Muhammadiyah Junior High School 8 Batu Objective: This research aims to describe students' relational thinking and mathematical communication processes in solving mathematical problems using contextual problems in curved geometric shapes. Method: This research uses qualitative research methods by collecting data using relational thinking tests, written mathematical communication, and interviews to determine oral mathematical communication. The research instruments used in this research were relational thinking tests, written mathematical communication, and interview guidelines. The subjects of this research were junior high school students in the IX class. The data analysis is a test and interview results, then conclusions are drawn. Findings: The research results show that the dominant students were in the medium category after carrying out tests on relational thinking and written mathematical communication. Conclusion: In the analysis of oral communication thinking, the results showed that students who were in the low category in relational thinking processes were still unable to fulfill several indicators; apart from that, students were still not able to communicate mathematically, but in mathematical oral communication they were in the medium category. Meanwhile, students in the moderate category of relational thinking processes can only fulfill several indicators and must be able to communicate mathematically. Still, according to the analysis of mathematical oral communication, they are classified as good. Students in the high category of relational thinking processes are just unable to build complete relationships and can communicate mathematically well. Keywords: relational thinking, mathematical communication, contextual problems.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202442
Co-Authors Ade Eka Anggraini Adi Atmoko Ajmi, Mohammed Al Almehrizi, Rashid Amat Jaedun Andi Ulfa Tenri Pada Arum Dwi Hastutiningsih Aulia, Syafirda Azmi Bahri, Nur Ayuni Shamsul Bambang Subali Cholis Sa’dijah Dewi, Aulia Rahma Dwi Listyorini Ghazali, Norliza Hassan, Aminuddin Heri Retnawati Huang, Zizhe Imam Rofiki Mat, Hamidah Minghat, Asnul Dahar Mohd Nasir, Farah Damia Nur Hidayanto Pancoro Setyo Putro Nur Sehang Thamrin Nuryadin Eko Raharjo Othman Lebar Ramlee Mustapha Razali, Fazilah Risqillah, Ulfa Roslan, Samsilah Siti Khoiruli Ummah Sitoresmi Prabaningtyas Suwarsih Madya Toto Nusantara Yus Mochamad Cholily Yusuf Hanafi